teaching today’s learners:

Teaching Today’s Learners:

Department of LinguisticsOhio University, USA

Alternative Assessments & Rubrics

Dr. Dawn BikowskiDirector, English Language Improvement Program

This Session Will Cover

1. Assessment and motivation2. Assessment types overview3. Types of alternative assessments4. Using alternative assessments effectively5. Making and using rubrics6. Learner training with alternative assessments

Assessment vs. Testing

Assessment more comprehensive, general

• What is included in assessment?– Tests– Observations– Interviews– Projects– Activities with data collection

Chat• Did you ever take a test that you thought

wasn’t fair?

• How did that make you feel?

Chat• How can we use assessment to motivate

students?

Assessments and Motivation

1. Appreciate your students’ hard work

2. Use assessments to build rapport with

students and build their self-esteem

3. Personalize feedback and assessment when

possible; provide specifics

4. Assess strengths as well as weaknesses

(Fengying, 2003)


5. Combine types of assessments– Students can identify strengths and weaknesses– Teachers can collect more comprehensive data


6. Use Objectives-Referenced Assessment– Assessments and grades based on lesson objectives

– Precise grading and comments• Students less likely to question grading

– Students evaluate their own learning

Why Assessment?

http://comicskingdom.com/tiger/

Why Assessment?

1. To give grades


Why Assessment?

1. To give grades2. To plan instruction3. To improve instruction and programs4. To help students learn


II. OVERVIEW OF ASSESSMENT TYPES

Formal AssessmentSystematic way to evaluate students’ progress & overall achievement1. Standardized measures 2. Often tests for class grades3. Benchmark tests – How well students perform compared to peers– Performance beginning, middle, end of term

4. Measures what we know about language

Formal Assessment Example

http://englishteststore.net

s

Types of Assessment Matching

Formative ______

Peer ______

Summative _____

A. Formal evaluation at the end of a learning period. Purpose: to measure what a student learned.

B. Assessment that takes place during the process of learning. Purpose: to provide feedback to help the learning process.

C. Learners evaluate each other’s work, using pre-set guidelines

Types of Assessment Matching

Formative __B___

Peer __C___

Summative __A__

A. Evaluation at the end of a learning period. Purpose: to measure what a student learned.

B. Assessment that takes place during the process of learning. Purpose: to provide feedback to help the learning process.

C. Learners evaluate each other’s work, using pre-set guidelines

1. SummativeEvaluation at the end of a learning period. Purpose: to measure what a student has learned.

2. FormativeAssessment that takes place during the process of learning. Purpose: to provide feedback to help the learning process.

3. Peer AssessmentLearners evaluate each other’s work, using pre-set guidelines. Purpose: Learner development.

Alternative Assessment

“Procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom.”

(Hamayan, 1995, p. 213)

Which words match?

“Students are evaluated on what they (a)___________ and (b) ____________rather than on what they are able to (c) ____________ and (d) _____________”

Word Bank:reproduce, integrate, produce, recall

Which words match?

“Students are evaluated on what they (a) integrate and (b) produce rather than on what they are able to (c) recall and (d) reproduce”

(Huerta-Macias, 1995, p. 9)


1. Performance based; focus on use of language

– Designed and structured differently from formal

– Graded or scored differently from formal

2. Based on authentic tasks


1. Performance based– Designed and structured differently from formal – Graded or scored differently from formal

2. Based on authentic tasks 3. Goal is to evaluate how well learners can

communicate in various ways


1. Performance based– Designed and structured differently from formal – Graded or scored differently from formal

2. Based on authentic tasks 3. Goal is to evaluate how well learners can

communicate in various ways4. Learners involved in assessment process– Help to set the criteria – Can assess themselves and their peers

Which of the following is NOT a characteristic of Alternative Assessment?

A. They are built around topics or issues of interest to the students

B. They are based on real-world communication contexts and situations

C. They require creative use of language rather than simple repetition

X They allow for only one correct answer or right wayE. Their evaluation criteria and standards are known to the

studentF. They allow for self-evaluation and self-correction as they

proceed

Gather evidence about how students complete real-world tasks:

• Document individual student growth over time, not comparing students

• Emphasize students’ strengths, not weaknesses• Consider context issues such as: – Learning styles, cultural/educational backgrounds– Language proficiency, grade level – Course content

Chat

I want to try alternative assessments, but where will I find the time?

I have too many tests to give…. Help!

Question: Where can we fit alternative assessments?

Alternative assessment and curriculum

Where can we fit alternative assessments?1. Formative assessments: – To guide teaching topics and lessons– To prepare for formal assessments/standardized tests

2. Activities: – Many activities can become alternative assessments

Activities vs. Assessment

Many class activities can become assessment if you:

1. Keep good records

2. Are clear with yourself (and your students) about

the criteria for what is being assessed

Activity with Criteria & Weighting

Assignment:1. Record yourself speaking on ______ topic for

2-3 minutes

2. You will be graded on your word stress:– Correct number of syllables (0-25 points)– Correct syllables stressed (0-25 points)– Unstressed syllables have reduced vowels (0-25 points)– Variation in syllable length (0-25 points)

Building a Class Community

How can we provide a supportive classroom atmosphere so students feel comfortable with self-assessment, peer assessment, sharing their work? Tell students your class and activity goalsGive supportive and helpful feedbackAllow students to make some choices in class

X Try to trick students to show them what they don’t know—NO

Choose activities that are motivating for studentsTeach students how to set and monitor goals Include community-building activities for class

III. TYPES OF ALTERNATIVE ASSESSMENTS

Section overview

• Student self-assessment• Peer review• Speaking and presenting assessments• Reading and writing assessments– Portfolios

Student Self Assessment

Students set goals based

on curriculum



on curriculum

Sample Goals:1. Use the present tense correctly when

speaking about general truths.2. Speak loudly and have good eye contact

during presentations.3. Use topic sentences to begin paragraphs

in academic writing.



on curriculum

Teacher assessments focus on goal

areas

1. Feedback and assessment will be specific2. Will not be comprehensive3. Purpose: to help students attain goals



on curriculum


areas

Student self-assessments focus on goal

areas

1. Students may need to be trained to be self-directed learners

2. Teachers can give students feedback on their self-assessments



on curriculum


areas


areas

WritingConferences

Learning logs



on curriculum


areas


areas

Students reflect on progress

WritingConferences

Learning logs

1. Journals (in- or out-of-class): Penzu, Google Docs2. Pair share with partner3. Class presentations



on curriculum


areas


areas

Students reflect on progress

All assessments are based on criteria

WritingConferences

Learning logs

Samples: Self-Assessment Techniques

1.What types of assignments are good for self-assessments?

2.What can students record?

3.Where can students put this information?

Samples: Self-Assessment Techniques

1.What types of assignments are good for self-assessments?– Assignments where they can keep a checklist based on

specific guidelines & criteria, for any skill

– Show progress over time

2.What can students record?– Activities, time spent, progress toward goals

3.Where can students put this information?– Charts, logs, journals, binders, Google Docs/Forms

Sample Self-Assessment Chart

http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world

Sample learner log

K-W-L Charts

K: what I knowW: what I want to know/find outL: what I've learned– Chart can be completed in 1st language or with

illustrations

Know Want to know Learned

Chat

• How can we use KWL charts to help learners with reading?

http://vimeo.com/82798767

Self-Assessment Feedback

1. Why give self-assessment feedback?

2. How much should teachers talk? How much should students talk?


1.Why give students self-assessment feedback?– Help them stay on goals & monitor progress

– Help them set new goals as needed

– Help them celebrate successes


1.Why give students self-assessment feedback?– Help them stay on goals & monitor progress

– Help them set new goals as needed

– Help them celebrate successes

2. How much should teachers talk? How much should students talk?– Students should talk more than the teacher;

teacher is a guide

Steps in Doing Self-Assessment

1. Identify task that students should monitor in

own learning

2. Identify criteria students will need to

complete the task successfully

3. Make or find a form they can complete—give

them a sample

4. Require the self-assessment form for grade

Peer Review

http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world

Poll Questions about Peer Review

PollPeer Review

Have you ever tried peer review in your classes?– Yes– No

Peer Review Poll

If you have done peer review in your classes, what did you like about it?

– Students can help each other

– Students can share ideas and build classroom

community

– Students can think critically

– Students can practice listening and speaking

– Students can be engaged during class

Peer Review/Feedback Activities

Students in pairs can

– Help each other understand the assignment

– Share ideas for content and organization or language use

– Read each other’s work, giving feedback on the ideas,

structure, and clarity of the writing

– Listen to each other’s practice presentations

Pairs need clear review guidelines

Peer Review Guidelines

1. Grouping options– Higher proficiency can help lower proficiency

– Equal proficiency students work together

2. Teacher roles– Facilitators to help students give useful feedback

– Time keepers & resource experts

3. Student roles– Active participants, thinking critically, talking,

listening

Sample peer review form

Examples

Self-Assessment &

Peer Review

Speaking & Presenting

Group Project and Poster Presentation

1. Groups created a travel itinerary for week-long trip in China (budget $1000)

2. Found hotels, transportation, activities3. Created poster4. Practiced presenting and asking/answering questions5. Presented poster in Open Format

What type of alternative assessment?

teaching today’s learners:

Documents